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Vaclavik, Danielle, Kelly Velazquez, and Jakob Carballo. "A Journey Not Walked Alone: Who are the Influential Adults Identified by Catholic-Raised Young Adults during their Religious Identity Development?" Journal of Youth and Theology 19, no. 1 (May 9, 2020): 4–24. http://dx.doi.org/10.1163/24055093-bja10001.
Повний текст джерелаАнотація:
Interactions with adults may play a crucial role in youths’ religious identity development. However, who these adults are and how they are influential is under explored. Twelve Catholic and twelve former Catholic college students were interviewed about their experiences growing up Catholic focusing on influential adults. Interviews were analyzed using modified grounded theory. Adult type categories were identified. Implications and future studies are discussed.
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Wlodarczyk, Natalie. "“It’s My Time”: Older Adults’ Experiences and Perceived Benefits of Participation in an Intergenerational Rock Band." Music Therapy Perspectives 38, no. 2 (November 25, 2019): 187–94. http://dx.doi.org/10.1093/mtp/miz021.
Повний текст джерелаАнотація:
Abstract The purpose of this qualitative content analysis was to explore the experiences and perceived benefits for older adult members who participated in an intergenerational rock band (IGRB) pairing older adults with college students. Participants (n = 29) were first-time older adult IGRB members who completed semi-structured interviews over the course of 5 years. Interviews were completed within 1 week of the conclusion of the semester-long participation in the IGRB. Each interview was digitally recorded, manually transcribed, and analyzed using an iterative approach to thematic analysis. Experiences and perceived benefits associated with participation in the IGRB for these older adults were encompassed by four themes: Staying Active, Wanting to Try Something New, Feeling Connected, and Seeking Positive Experiences. Findings indicate that an IGRB is an innovative, collaborative, and inclusive intergenerational music-making experience that leaves a multifaceted and overall positive impact on its older adult members. Themes suggest that older adults with musical backgrounds may enjoy an experience like an IGRB because it brings a level of familiarity coupled with the opportunity to try something new and different from their previous experiences with music. A key contribution of this study is the importance of promoting a judgment-free environment for singing that is inclusive of all ability levels. Developing a better understanding of older adults’ motivations for participating in an IGRB may help us to plan future music experiences for older adults and broaden our reach to the older adult community.
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Datta, Poulomee, and Carolyn Palmer. "Insights Into the Support Services for Students With Vision Impairment." Australasian Journal of Special Education 39, no. 2 (June 15, 2015): 143–58. http://dx.doi.org/10.1017/jse.2015.8.
Повний текст джерелаАнотація:
There is a general need for research in Australia on whether the support services provided in schools prove useful for students with disabilities (Datta, 2015; O’Rourke & Houghton, 2006), especially students with vision impairment. This qualitative study aimed to provide insights into the influence of the support services delivered in South Australian schools for students with vision impairments’ problem-solving skills, and their family, social, and academic lives. Semistructured, open-ended interviews were conducted with 14 students with vision impairment (8 adolescents and 6 adults), 5 parents, and 4 teachers. Participating students’ age ranged between 15 and 18 years for the adolescent students and between 19 and 25 years for the adult students. Adolescent students were enrolled in mainstream and specialist secondary schools, and adult students were enrolled in vocational courses at TAFE Institutes. The data reflected a range of viewpoints from which to examine the problem under investigation. The interview responses from the 3 groups of participants revealed that the support services positively influenced students’ problem-solving skills, their social behaviour, and their academic learning. Although most students with vision impairment felt that the support services had no influence on their family relationships, their parents and teachers considered it had helped in the students’ family lives. The interviews were particularly useful in evaluating the support services that students with vision impairment received. These findings have implications for teachers, special educators, policymakers, and a range of professionals in the education and special education sector in highlighting modifications and improvements in the support services for these students. This study has provided a limited basis for generalising to any wider population beyond the participants themselves due to the study's small sample size and diversity of educational settings.
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Alawiyah, Tuti. "The Influence of Students Motivation Toward Students Achievement." International Journal of Language Teaching and Education 2, no. 2 (August 1, 2018): 145–56. http://dx.doi.org/10.22437/ijolte.v2i2.5000.
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This paper examines the language attitudes of Minangkabau people toward Minangkabau language (MIN) and Indonesian (BI) in West Sumatra, Indonesia. The data were collected in the form of questionnaires, in-depth interviews and participant observation with a sample of 200 Adult respondents in six research areas. This research uses a Likert scale with the categories classified into five alternatives (1 = Strongly Disagree, 2 = Disagree, 3 = Uncertain, 4 = Agree, and 5= strongly agree) and there are some tables analyzed based on yes/no questions, no=0 and yes=1. There are twelve questions on the questionnaire pertaining to the attitudes of adults. The results show that the adult attitudes can be classified into three categories, (1) positive; (2) negative; and (3) ambivalent attitudes. The third category is dominant. The term ‘ambivalent” is used for intermediate results. It is shown that the respondents expressed their feeling in both positive and negative comments in the same utterance when answering the questions related to MIN. For these responses, it is seen that there is a mixed feeling where they use “but” or “although” after expressing their positive feelings thereby countering their first statement. The evidence of the ambivalent and mixed feelings from respondents is shown. This means that Minangkabau people tend to avoid the conflict of having negative opinions; they tend to say what they mean in more indirect ways. On the other side, there is a positive attitude in response to the questions about BI. Majority of respondents have very strong positive attitudes towards BI
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Jameson, Molly M. "Time, Time, Time: Perceptions of the Causes of Mathematics Anxiety in Highly Maths Anxious Female Adult Learners." Adult Education Quarterly 70, no. 3 (December 20, 2019): 223–39. http://dx.doi.org/10.1177/0741713619896324.
Повний текст джерелаАнотація:
Adult learners and female students report higher levels of mathematics anxiety than their peers, suggesting that female adult learners may be particularly vulnerable. This study used Bandura’s triarchic reciprocal causality model as a foundation and interviewed five highly mathematics anxious female adult learners to understand their perceptions of the causes of their mathematics anxiety. Thematic interpretation revealed five themes from the interviews; time since last educational experience emerged as the strongest theme, with other personal and environmental factors also emerging. The findings support a social cognitive perspective of mathematics anxiety. Suggestions for pedagogical techniques with adult learners are included.
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Josifović Elezović, Sanja. "HUMOUR IN ADULT FOREIGN LANGUAGE INSTRUCTION: PERCEPTIONS OF STUDENT- TEACHERS FROM A TEACHING FACULTY." Nasledje Kragujevac XIX, no. 51 (2022): 81–96. http://dx.doi.org/10.46793/naskg2251.081je.
Повний текст джерелаАнотація:
The aim of this study is to explore the extent to which the employ- ment of humour in adult foreign language instruction represents an important advantage for teachers and learners. In light of definitions, theories, functions, and types of humour, the paper examines aspects and effects of humour in the classroom with adult foreign language learners from the student-teachers’ points of view. It offers new insights into the topic from an empirical perspective in that it reveals perceptions of young adults who are simultaneously students and practising teachers of EFL. The examinees are the final year students of English at the Faculty of Philology, University of Banja Luka, who, for one semester, twice a week, give English language classes to adult learners at different levels of proficiency. These students preparing for a teaching career, are advised to use humour in their classes, monitor and evaluate its consequences. Their perceptions of its use and effects are examined in a face-to-face group interview and a few individual interviews. Qualitative content analysis reveals salient themes related to the role of humour in adult foreign language instruction. Results are discussed in comparison to their supervisor’s field notes from class observations, and relevant research. They indicate that although stu- dent-teachers highly value humour in the classroom they are hesitant in recommending its planned employment. Conclusions suggest a more elaborate use of humour in both foreign language teaching and teacher training, from the earliest stages of practice.
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Conia, Putri Dian Dia, and Meitami Sofiyanti. "GAMBARAN PEMAHAMAN TEORI PSIKOANALISIS DAN IMPLIKASINYA DALAM PENDIDIKAN PADA MATA KULIAH KARAKTERISTIK DAN KOMPETENSI USIA DEWASA PADA MAHASISWA BIMBINGAN DAN KONSELING FKIP UNTIRTA." National Conference on Applied Business, Education, & Technology (NCABET) 1, no. 1 (October 30, 2021): 547–55. http://dx.doi.org/10.46306/ncabet.v1i1.43.
Повний текст джерелаАнотація:
One of the important materials for guidance and counseling students to learn in the Adult Age Characteristics and Competencies course is the understanding of personality theory in adulthood. One of the personality theory figures, Sigmund Freud, is the initiator of the Psychoanalytic theory, which is a theory that seeks to explain the nature and development of the human personality. Students who are already in the early adult age category, namely the age of 18 years and over, can also understand more about each other's personality by studying personality theory more deeply. The personality theory expressed by Sigmund Freud is also mandatory for students to study because it has implications for the field of education. Based on this, it is important for students who teach the Characteristics and Competencies of Adult Age courses to know more clearly about the description of personality understanding based on the Psychoanalytic theory of Sigmund Freud. The research method used is descriptive quantitative with a non-test instrument, namely interviews. Interviews were conducted with 5 students at 3rd semester majoring in Guidance and Counseling FKIP Sultan Ageng Tirtayasa University
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Aarkrog, Vibe, Bjarne Wahlgren, Christian Hougaard Larsen, Kristina Mariager-Anderson, and Susanne Gottlieb. "Decision-Making Processes Among Potential Dropouts in Vocational Education and Training and Adult Learning." International Journal for Research in Vocational Education and Training 5, no. 2 (August 30, 2018): 112–29. http://dx.doi.org/10.13152/ijrvet.5.2.2.
Повний текст джерелаАнотація:
Context: Aiming at gaining knowledge about students' thoughts and actions in deciding to stay in or drop out of an educational programme, an empirical study was conducted on dropout among 18-24-year-old students in VET and basic general adult learning. Approach: In order to pursue this aim, the study combined two sets of data: weekly student surveys and interviews with these same students. While the surveys provide a weekly snapshot of the students' thoughts regarding the probability of them continuing in the programme, their satisfaction with the educational programme as a whole, the specific lessons they attend, and the atmosphere at the school, the interviews contribute with detailed descriptions of the students' thoughts on the same matters.Findings: Based on the students' answers over an eight-week period, it was possible to trace a graph illustrating changes in the students' attitudes. These graphs can be placed within four categories of development: the stable, the positive, the unstable, and the negative. The latter can furthermore be differentiated as reflecting a stable decline, a fluctuating decline, or a sudden decline. In the interviews, the aim was to elicit the individual students' thoughts and actions at the points when their graphs took a turn. Conclusions: The findings show that the students' thoughts and actions concern matters both inside and outside the school. Furthermore, seemingly trivial matters in the students' lives are shown to have a potentially decisive influence on the students' thoughts about staying in or dropping out of a programme. These findings confirm the importance of focusing on students' decision-making processes in research on dropout. However, further research is needed to increase understanding of processes leading to decisions to drop out of education, including the qualification of methods to capture these processes.
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Koķe, Tatjana, and Ilze Norvele. "Incorporation of learning strategies into adult distance learning." Studies for the Learning Society 1, no. 1 (January 1, 2008): 39–48. http://dx.doi.org/10.2478/v10240-012-0017-y.
Повний текст джерелаАнотація:
Incorporation of learning strategies into adult distance learning The paper is based on a study of a group of adult students in a distance learning environment. The focus of the study is on the student comprehension of particular learning strategies. The students' experiences are documented by using case study method and interviews, as well as a quantitative analysis of the results of a survey. The conclusions are that a direct teaching component for learning strategies in a distance learning course may improve the students' strategy awareness as well as contribute to the empowerment of adult students as autonomous learners by reducing their anxiety dealing with new learning situations, by fostering reflection and meta-cognition, and by providing a sense of achievement.
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Karlsson, Tobias Lasse. "Being someone or doing something: How students in municipal adult education view their future vocation." Nordic Journal of Vocational Education and Training 12, no. 3 (October 29, 2022): 71–94. http://dx.doi.org/10.3384/njvet.2242-458x.2212371.
Повний текст джерелаАнотація:
Being an adult, deciding what to do with your life, and trying to understand the consequences of educational choices can be difficult. Vocational education and training (VET) programmes within the Swedish municipal adult education (MAE) offer an opportunity to learn a vocation, and last 6–18 months. This study aims to explore how adult VET students perceive desirable vocational habitus and is based on 18 interviews comparing students from two vocational MAE programmes in assistant nursing and floor laying. Semi-structured interviews were conducted at the beginning of the students’ training and data were analysed using inductive thematic analysis. The results show that choosing a VET programme is a process of choosing what you want to do for work but also who you want to be. However, whether or not students see themselves as suitable is contrasted between how they perceive their future vocation and what the vocational community expects from them, which in turn affects their learning process and development of a vocational identity. Noticing the discrepancies between students’ perceptions and vocational expectations can both reduce the risk of losing students during training and reduces the risk of reproducing unequal ideals.
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Karlsson, Tobias, Karolina Muhrman, and Sofia Nyström. "A Path Towards a Possible Future – Adult Students’ Choice of Vocational Education." Vocations and Learning 15, no. 1 (October 22, 2021): 111–28. http://dx.doi.org/10.1007/s12186-021-09280-6.
Повний текст джерелаАнотація:
AbstractToday’s society is characterized by high unemployment, a prevailing trust in and demands for an academic degree, and an emphasis on the individual’s own responsibility for their educational choices. This study aims to examine adults’ vocational education choices, their intentions in connection with municipal adult education (MAE) studies, and how this relates to identity formation. The study is based on 18 interviews and compares students from two vocational MAE training programmes in assistant nursing and floor laying. The analysis has identified different pathways concerning adult students’ decisions to enrol in municipal adult education and a specific vocational education and training (VET) programme. We see educational choices and paths in terms of underlying causes or as forward-looking rationalities. The results show that the process of identity formation is larger than simply one of vocational becoming within a vocational community of practice, since MAE studies involve a student’s whole being, including both their personal identity trajectories and their vocational identity formation. With this article we hope to provide a foundation for a pedagogical discussion about student intentions, focusing on how different subjectivities affect students with regard to their future vocational becoming.
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Dennis, Carol Azumah, and Gill Clifton. "Adult postgraduate students’ learning in online spaces—Images of identity and belonging." Zeitschrift für Weiterbildungsforschung 44, no. 2 (August 2021): 133–50. http://dx.doi.org/10.1007/s40955-021-00187-2.
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AbstractThis research seeks to animate the voices of postgraduate students registered on a UK distance learning online Masters in Education or Childhood & Youth programme. Such a critical exploration is timely given the HE landscape is premised on its openness and accessibility. Our study reports on 33 interviews with postgraduate students using photo elicitation and unstructured interviews. We prioritise the perspectives of students whose experiences do not replicate the success stories which generally epitomize representations of HE study, favouring instead the voices of students who interrupted or in some cases terminated their studies. Our aim is to better understand the PG students’ personal, professional, and academic learning trajectories.In reading the data we produced four “manifesto” statements crafted from a series of dialogues between ourselves as researchers, our colleagues, the online experiences of adult postgraduate students and our reading of literatures surrounding withdrawal, persistence and retention. Interpretations gravitated towards four themes: identity, belonging, digital pedagogies and uncanny spaces and which point towards students’ perspectives about the interconnections between identity and belonging and how these concepts help develop understanding of “social presence”, what Bayne (2008) and Cartens (2016) assert as “uncanny” spaces. Our manifesto statements represent our reading of the data to stimulate further thinking around the HE digital pedagogy landscapes. The four statements have implications for how we understand, participate in and manage postgraduate adult students’ learning in digital spaces.
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Law, Mei Yuan. "Online Engagement Gaps among Adult Learners of Higher Education in the Post-Covid-19-Era." Journal of Education and Training Studies 10, no. 3 (February 17, 2022): 32. http://dx.doi.org/10.11114/jets.v10i3.5489.
Повний текст джерелаАнотація:
The purpose of this study is to discover the factors behind the online engagement gaps among adult learners in their postgraduate educational studies in the post-COVID-19 era. The qualitative approach was conducted on postgraduate adult students from an open university in Malaysia, using interviews, observations, and document analysis techniques. The findings of this study show three main themes of factors that influence the online engagement gaps among adult learners; personal conditions, institutional conditions, and external digital technology conditions. The small sample size only involved participants from a similar postgraduate course. The results are accurate only for this group of participants, limiting the transferability of the findings. There is no rich data to affirm on the internet connection of all students since the data can only be collected via interviews of participants and observation of participative students during live sessions. The study revealed that the factors influencing online engagement among adult learners could be helpful for future conceptual framework development and ensure continued success in online learning engagement in the post-COVID-19 era.
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Ul Hassan, Mehmood, and Dr Hisham Dzakiria. "Pakistani EFL Adult Learners’ Beliefs towards Corrective Feedback in Cooperative Learning Strategy." Journal of Social Sciences Research, Special Issue 5 (December 25, 2018): 749–53. http://dx.doi.org/10.32861/jssr.spi5.749.753.
Повний текст джерелаАнотація:
The purpose of the study was to investigate beliefs of Pakistani EFL learners towards corrective feedback in cooperative learning environment. The study is qualitative in nature and used narrative approach. This study emphasized on each student’s learning experiences with corrective feedback in cooperative learning strategy. 50 EFL students were divided into five groups. They were engaged in interdependence, group evaluation and face-to-face interaction for cooperative purpose for six week. The researcher observed that during first week some students in each group were hesitant in face-to-face and group evaluation activities. Later, in the third week they tried to play their part and increase their corrective feedback in L2 reading, writing and speaking activities. The interview questions were used to collect data from students. Observation was made, notes were prepared and interviews were recorded from each participant in order to understand their views about corrective feedback in Cooperative learning strategies. The findings of this study provided inspirations and motivation for English teachers to offer L2 learners suitable environment for corrective feedback. The results showed that students quickly realized being able to solve problems as a group that they could not solve as individuals. Students were satisfied by corrective feedback in peer coaching, and peer reviews.
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Shabbir, Muhammad, Sajid Masood, and Ghazal Khalid Siddiqui. "Role of Transformative Learning Interventions in Developing Conducive Environment for Female Adult Learners in Higher Education." Review of Economics and Development Studies 6, no. 2 (June 15, 2020): 491–500. http://dx.doi.org/10.47067/reads.v6i2.217.
Повний текст джерелаАнотація:
The increasing number of female adult learners required a need for a deeper and more additional background related consideration on the effects contributing toward educational achievement for the learners who return to study. The aim of this study is to define the role of Transformative Interventions in developing Conducive Learning Environment for female adult learners in higher education with the consideration on hindrances faced, as they re-engage and continuing their post-compulsory educational passage. Qualitative approach with explanatory case study design has been employed to conduct this study. Semi-structured open-ended interviews conducted for 16 purposefully selected female participants. Two private and two public universities were selected from which adult working students and experienced of having transformative learning interventions during their course. Moreover, the experiences and responses highlighted the needs, hindrances and expectations of the adult students in higher education. They identified reflective activities including article review and reflective writing, faculty support, seminars, educational conferences, presentations, projects on real life issues, discussion and introducing demanding courses are the important transformative learning interventions for developing Conducive environment for adults. The major factor responsible for developing Conducive environment was experiences and exposure by the adult learner and providing opportunities through the Andragogy and expertise. Notes on interviews and reflection journals were utilized to triangulate data to support these methods. Data analysis and results of the study indicated that participants experienced transformative learning interventions through both educational and non-educational related activities held in university by Higher Education.
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Sanders, Alane. "Generative tools enhance creative and ethical research with children." Qualitative Research Journal 18, no. 1 (February 5, 2018): 33–44. http://dx.doi.org/10.1108/qrj-d-17-00019.
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Purpose Qualitative researchers working with young people consistently face challenges in trying to ethically gain insight into their inner thoughts and worlds. The purpose of this paper is to examine how the use of generative tools in conjunction with qualitative interviewing with young people can enhance creativity and reflexivity, while mitigating adult-child power dynamics. Design/methodology/approach This paper draws upon ethnographic research conducted by the author examining the interplay between emotion, communication, and schooling at a public high school. Participant observation, use of generative tools to make collages representing each student’s experience, and in-depth interviews guided by the student-created visuals were triangulated to more fully understand the students’ experiences. Findings Generative tools foster reflexivity in both researcher and participants, lesson adult-child power dynamic concerns, and foster creativity without the requirement of drawing ability. Integrating the collaging process into in-depth interviews enabled students to privilege their primary thoughts, experiences, and concerns related to the issues being studied, mitigating concerns over adults overpowering and controlling the focus of the interview. Originality/value Generative tools can complement and enhance time-honored qualitative methods to alleviate ongoing concerns about ethical and accurate research with young people. Researchers are encouraged to embrace creative methods to engage young people in ethical and thoughtful reflection on and sharing of their experiences. Creative methods are also useful in empowering young people to imagine their world otherwise creating new possibilities for the future.
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Elfenbein, Pamela. "Generation to Generation Project: Pairing Students With Older Adult Mentors During the COVID-19 Pandemic." Innovation in Aging 5, Supplement_1 (December 1, 2021): 77. http://dx.doi.org/10.1093/geroni/igab046.294.
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Abstract To meet the needs of older adults isolated in the midst of the COVID-19 pandemic, we began pairing Human Services and Gerontology students with community dwelling adults 55 years of age and older, recruited through senior centers and other organizations serving older adults. Students paired with isolated older adults were tasked with building supportive relationships, assuring that basic needs were being met and that all available community resources were in place, and then documenting their mentor’s life stories with an emphasis on the resilience, strength and wisdom of their older adult mentors (to focus and build on their strengths, the older adults we engage with are referred to as our “mentors”). Oral histories and supporting artifacts are archived in the university’s library permanent repository. The oral histories portray unique perspectives into life, strength, and resilience during the COVID-19 pandemic and quarantine. The older adult mentors participating in the Generation to Generation project reported feeling strengthened and connected through their participation in the Generation to Generation project. To determine if social Isolation and loneliness can be ameliorated through participation in the Generation to Generation oral history project, researchers utilized the UCLA Loneliness Scale in pre- and post- participation interviews; findings will be shared.
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Kim, Koomi, Cheongsook Chin, and Yetta Goodman. "Revaluing the reading process of adult ESL/EFL learners through critical dialogues." Colombian Applied Linguistics Journal, no. 6 (June 8, 2011): 42. http://dx.doi.org/10.14483/22487085.106.
Повний текст джерелаАнотація:
The authors explore language developmental processes of university English language learners. The used Retrospective Miscue Analysis (RMA) and In-depth Reading Interviews as heuristic tools to generate critical dialogues with students to reflect on their L1 and English language learning processes and perceptions. The studies show that RMA and In-Depth Reading Interviews lead the teachers researches-and english language learners to critical learnable and teachable moments.
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Jang, Sekyung. "Intergenerational Choir: A Qualitative Exploration of Lived Experiences of Older Adults and Student Music Therapists." Journal of Music Therapy 57, no. 4 (August 1, 2020): 406–31. http://dx.doi.org/10.1093/jmt/thaa012.
Повний текст джерелаАнотація:
Abstract The purpose of this phenomenological study was to explore the essence of an intergenerational choir experience for older adults and student music therapists. Data were gathered through a series of open-ended individual interviews with older adult participants (n = 10) and student participants (n = 5). Analysis of data revealed four emerging themes common to both older adults and students: mutual learning, social bonding and support, feelings of accomplishment, and appreciation and enjoyment. Emerging themes unique to the older adult community members were that (a) participation challenges came from differences in musical culture; (b) intergenerational choir promoted experience of emotional health and helped maintain an active lifestyle; and (c) community members were passionate about recruiting new members to expand the choir. Emerging themes unique to the student music therapists were that (a) intergenerational choir provided unique ensemble experiences and (b) students reported positive changes in perception of older adults. Implications of intergenerational music engagement for music therapy clinical practice, research, and education are discussed.
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Davis, Brittany, and Joellen E. Coryell. "Relationships, Participation, and Characteristics of a Community of Practice in Short-Term Adult Study Abroad." Adult Learning 31, no. 1 (May 25, 2019): 17–26. http://dx.doi.org/10.1177/1045159519849903.
Повний текст джерелаАнотація:
This study examines the role relationships have in learning among graduate students during a short-term cross-cultural field study in Italy. During group and personal reflections, students expressed the value of relationships and engagement, and how they perceived these experiences to influence their learning. Using relational learning and communities of practice as our framework, we analyzed blogs written by master’s and doctoral students as well as interviews conducted with the nine students to determine how relationships and interpersonal interactions may have helped shape their experiences abroad. Our findings provide insight into relationships, participation, and characteristics of a study abroad program to support becoming a member of a knowledge community of comparative international adult education. Our findings also provide implications for design, implementation, and facilitation for faculty and others who conduct educational programs abroad for adults.
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Biney, Isaac Kofi. "Experiences of Adult Learners Engaged in Online Learning During the COVID-19 Pandemic in Ghana." International Journal of Adult Education and Technology 13, no. 1 (January 1, 2022): 1–15. http://dx.doi.org/10.4018/ijaet.310075.
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Adult learners' engagement in distance education is increasing in Ghana. Following the COVID-19 pandemic, the University of Ghana transitioned to online facilitation and learning. This qualitative case study explores the transition to online learning at the Accra Learning Centre, which hosts over 80% of the University of Ghana's distance education students. In-depth interviews were conducted for eight students on the potential strengths, challenges, and coping strategies for learning online. It emerged that online learning helps build the digital skills that help adults become self-directed learners. Among challenges, participants observed network and internet connectivity problems. Adult learners were unprepared, but there was no other way to drive lifelong learning endeavours, so they adjusted to online learning through group learning and practice to build their digital literacy skills. The paper recommends that training programmes on change and time management are organised for adult learners who lack those skills and high-speed internet installed at the learning centres.
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Koris, Andrea L., Kearsley A. Stewart, Tiarney D. Ritchwood, Daniel Mususa, Getrude Ncube, Rashida A. Ferrand, and Grace McHugh. "Youth-friendly HIV self-testing: Acceptability of campus-based oral HIV self-testing among young adult students in Zimbabwe." PLOS ONE 16, no. 6 (June 29, 2021): e0253745. http://dx.doi.org/10.1371/journal.pone.0253745.
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Background Targeted HIV testing strategies are needed to reach remaining undiagnosed people living with HIV and achieve the UNAIDS’ 95-95-95 goals for 2030. HIV self-testing (HIVST) can increase uptake of HIV testing among young people, but user perspectives on novel distribution methods are uncertain. We assess the acceptability, perceived challenges, and recommendations of young adult lay counselor-led campus-based HIVST delivery among tertiary school students aged 18–24 years in Zimbabwe. Methods We purposively sampled participants from an intervention involving campus-based HIVST using lay workers for distribution. We conducted in-depth interviews (IDIs) and focus group discussions (FGDs) among young adults from 10 universities and colleges in Zimbabwe who: (1) self-tested on campus; (2) self-tested off campus; and (3) opted not to self-test. We audio recorded and transcribed all interviews. Using applied thematic analysis, two investigators identified emergent themes and independently coded transcripts, achieving high inter-coder agreement. Results Of the 52 young adults (53.8% male, 46.1% female) interviewed through 26 IDIs and four FGDs, most IDI participants (19/26, 73%) favored campus-based HIVST, describing it as a more autonomous, convenient, and socially acceptable experience than other facility or community-based HIV testing services. Despite general acceptability, participants identified challenges with this delivery model, including: perceived social coercion, insufficient privacy and access to post-test counseling. These challenges influenced some participants to opt against self-testing (6/52, 11.5%). Recommendations for improved implementation included integrating secondary distribution of test kits and increased HIV counseling options into campus-based programs. Conclusions Barriers to HIV testing among young people are numerous and complex. As the number of new HIV infections among youth continue to grow worldwide, targeted strategies and youth friendly approaches that increase access to testing are needed to close the diagnostic coverage gap. This is the first study to describe young adult acceptance of campus-based delivery of HIVST by lay counselors in Zimbabwe.
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Zhang, Yi (Leaf). "International Students in Transition: Voices of Chinese Doctoral Students in a U.S. Research University." Journal of International Students 6, no. 1 (January 1, 2016): 175–94. http://dx.doi.org/10.32674/jis.v6i1.487.
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In this study, I focused on international Chinese doctoral students and sought to better understand their lived experience in transition to U.S. higher education. I also aimed to explore strategies that can be employed to improve these students’ academic and sociocultural experiences on American campuses. Guided by the adult transition theory (Goodman, Schlossberg & Anderson, 2006), this study used an interpretive phenomenological method. Qualitative data were collected from in-depth focus group interviews. The findings of this study informed higher education educators and practitioners about unique challenges faced by international Chinese graduates in transition and provided insightful knowledge for new practice, programs, and policies that can be created to improve international students’ transition and success
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Sloan, DeVillo, and Martha Baer Wilmes. "ADVISING ADULTS FROM THE COMMUTER PERSPECTIVE." NACADA Journal 9, no. 2 (September 1, 1989): 67–75. http://dx.doi.org/10.12930/0271-9517-9.2.67.
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This article redefines adult learners as part of the broader commuter student population and identifies four areas of concern common to students who commute: mobility, integrating support systems, multiple life roles, and involvement in campus life. Implications of these con-in the advising setting are discussed, and four roles for advisors working with adult learners are proposed: (1) dealing with issues of transition, (2) translating the institution to the student, (3) assisting the student in forming campus connections, and (4) advocating on behalf of the student. Three case studies based on interviews with adult students are provided which illustrate practical applications of concepts developed in the article.
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Mills, Monique T., Leslie C. Moore, Rong Chang, Somin Kim, and Bethany Frick. "Perceptions of Black Children's Narrative Language: A Mixed-Methods Study." Language, Speech, and Hearing Services in Schools 52, no. 1 (January 18, 2021): 84–99. http://dx.doi.org/10.1044/2020_lshss-20-00014.
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Purpose In this mixed-methods study, we address two aims. First, we examine the impact of language variation on the ratings of children's narrative language. Second, we identify participants' ideologies related to narrative language and language variation. Method Forty adults listened to and rated six Black second-grade children on the quality of 12 narratives (six fictional, six personal). Adults then completed a quantitative survey and participated in a qualitative interview. Results Findings indicated that adults rated students with less variation from mainstream American English (MAE) more highly than students with greater variation from MAE for fictional narratives, but not for personal narratives. Personal narratives tended to be evaluated more favorably by parents than teachers. Black raters tended to assign higher ratings of narrative quality than did White raters. Thematic analysis and conversation analysis of qualitative interviews supported quantitative findings and provided pertinent information about participants' beliefs. Conclusion Taken together, quantitative and qualitative results point to a shared language ideology among adult raters of variation from MAE being more acceptable in informal contexts, such as telling a story of personal experience, and less acceptable in more formal contexts, such as narrating a fictional story prompted by a picture sequence.
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REIFF, HENRY B., RICK GINSBERG, and PAUL J. GERBER. "New Perspectives on Teaching From Successful Adults with Learning Disabilities." Remedial and Special Education 16, no. 1 (January 1995): 29–37. http://dx.doi.org/10.1177/074193259501600104.
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The experiences of adults with learning disabilities who have found success in employment may provide new perspectives about teaching students with learning disabilities. A qualitative research project with 71 successful adults with learning disabilities indicates that their individual achievements share a number of commonalities. Moreover, these commonalities represent skills and processes that can be taught and learned. This article presents a model of vocational success developed from interviews with the 71 subjects. The authors discuss methods so that practitioners may use the model to help students with learning disabilities inculcate behaviors that will facilitate successful adult adjustment. Instructional approaches that teach these skills and processes will embrace a success rather than deficit model, a focus on strengths rather than a preoccupation with weaknesses.
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Abdelmalak, Mariam Mouse Matta, and Julia Lynn Parra. "Expanding Learning Opportunities for Graduate Students with HyFlex Course Design." International Journal of Online Pedagogy and Course Design 6, no. 4 (October 2016): 19–37. http://dx.doi.org/10.4018/ijopcd.2016100102.
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The purpose of this study was to explore students' perspectives regarding HyFlex course design. The main feature of HyFlex is blending synchronous online student attendance and face-to-face student attendance (hybrid) in a single course and allowing students to choose when and how they attend (flexible). The course in this study implemented HyFlex principles to expand learning opportunities of adult graduate students in a higher education setting. The data collection sources included interviews of six graduate students, class observations, recordings of class meetings, students' course work, and relevant online course artifacts. Results indicated that participants perceived HyFlex to be a good way to accommodate student needs and their life circumstances, increase student access to course content and instruction, differentiate instruction to meet adult students' different learning styles and strategies, and give students a sense of control over their learning.
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Radina, N. K. "The city as a factory of fear and risk: children's judgments about the urban space." Social Psychology and Society 8, no. 2 (2017): 131–45. http://dx.doi.org/10.17759/sps.2017080209.
Повний текст джерелаАнотація:
The presented study is a continuation of the study of the perception of urban spaces in children who are labeled as scary or dangerous. Research based on the theory of frames Goffman. Used the concept of heterotopia Foucault. The study compares the results of the identification of the terrible places in the city by children and adults. The study identifies the key trends of children's perception of dangerous and scary urban spaces. The key method of qualitative research is unstructured interviews (85 interviews about the scary parts of the city from the citizens from 7 to 11 years, namely from 41 boys and 44 girls, mostly younger students). The presented study shows that younger students and young adolescents compared to adult citizens have the basic social competence in the identification of dangerous and scary places in the city. Interpretive matrix of children for determining the "worst places" formed irrational and non-reflexive. The most significant differences between adults and children of city in the way they describe the Stranger in the city (which is assessed as dangerous Stranger).
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Hunter-Johnson, Yvonne, and Yuanlu Niu. "Bahamians as International Adult Learners Determined for Academic Success." Journal of International Students 9, no. 4 (November 15, 2019): 1038–54. http://dx.doi.org/10.32674/jis.v9i4.606.
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The purpose of this study is to explore the factors that impact the experience of Caribbean nontraditional adult learners encounter while pursuing higher education in the United States and perceived support systems needed by Caribbean adult learners to be successful. On this premise, this qualitative study was conducted. A total of 15 Bahamian students participated. Data was collected via semi-structured interviews and analyzed utilizing open coding. The major themes that emerged with regards to influential factors that impacted their experiences were: (a) financial constraints, (b) lack of support, and (c) cultural differences and adaptation. As it relates to support systems needed by Caribbean students, the major themes that emerged were: (a) family, (b) faculty/mentors, and (c) a network of friends.
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Munly, Kelly, and Lauren Jacobson. "AGE-INCLUSIVE PRINCIPLES ON CAMPUS: EMBRACING DIVERSITY ACROSS THE LIFESPAN." Innovation in Aging 6, Supplement_1 (November 1, 2022): 760. http://dx.doi.org/10.1093/geroni/igac059.2758.
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Abstract In this poster, researchers based at a Mid-Atlantic university campus provide an understanding of their evaluative steps informing an adaptation of the Diversity Circles program to include a multigenerational component, supporting diversity across the lifespan. Project methods and analysis have been informed by critical theoretical frameworks, including feminist gerontology, that illuminate the invisibility of age, even in the context of intersectional work. Pilot feedback from five participants from a condensed program in an Adult Development and Aging course informed the interview approach. Post-program semi-structured interviews, with program participants, including students and older adults (n=7), and community stakeholders (n=18), provided feedback on diversity needs at the campus and in the surrounding community, as well as on program content and experience and opportunity for further curriculum integration of concepts of age-friendliness, ageism, and age-awareness. Stakeholders interviewed included community practicum liaisons, university advising and student affairs staff, faculty and staff previously engaging in diversity-related activities, university administrators, university personnel attending to enrollment matters, and staff and faculty interested in student-centered curriculum design. Semi-structured interviews were chosen for data collection because of their capacity to provide saturated data from a small, purposeful sample. Focused codes emergent from the interviews included both a) suggestions for curriculum adaptation and modification as well as the value of existing content and b) issues of age-friendliness and ageism more generally. The research team looks toward incorporating suggestions within their findings in an expansion of the program on their campus, and disseminating findings for the benefit of other campuses’ programs.
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Kildė, Laura. "A Qualitative Study of Adult Learners’ Self-Directed Learning Readiness in Non-Formal ESP Online Courses: Lithuanian Students’ Perspective." Pedagogika 146, no. 2 (September 27, 2022): 95–109. http://dx.doi.org/10.15823/p.2022.146.5.
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This study aimed to explore Lithuanian students’ approaches towards the factors related to self-directed learning readiness. Fourteen adult respondents participated in structured in-depth interviews, where they answered questions based on the Self-Directed Learning Readiness Scale (Fisher et al., 2001). The conducted study revealed the students’ approaches that can positively contribute to the enhancement of learners’ self-directedness.
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Hatcher, Helen, Cameron Magrath, and Debbie Critoph Hatcher. "Effect of adolescent and young adult cancer placements on advanced communication skills." Journal of Clinical Oncology 38, no. 15_suppl (May 20, 2020): e24182-e24182. http://dx.doi.org/10.1200/jco.2020.38.15_suppl.e24182.
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e24182 Background: Communication with adolescent and young adult cancer (AYA) patients and their families can be challenging and requires extensive skills, often developed over time. Medical students can be afraid to encounter such challenges and treating teams can be protective of these vulnerable patients. Therefore, medical students can have little contact and experience communicating with AYA putting them at a disadvantage. We have developed a special study module (SSM) for students with the AYA multi-disciplinary team to promote student awareness of the unique challenges of communicating with AYA patients and provide essential skills for later practice. We present the findings from the first year of this module. Methods: Students at the University of Cambridge were offered a 6-week placement with the AYA cancer service. This involved shadowing members of the multi-professional cancer team and time on the AYA ward to talk with patients and their families in order to practice triadic communication skills. Mid-placement, an experiential learning experience with simulated patients focused on triadic interviews was also offered in line with our local clinical communication skills courses. After the module students were questioned about how they felt this had affected their practice and knowledge of communicating with AYA with cancer. Results: 12 students enrolled for the SSM over the year. All students found the placement widened their communication skills as well as their knowledge of AYA cancers and treatments. 4 main areas of learning were evident. 1.The problems faced by AYA patients as they try to establishing independent adult identities in the midst of severe illness or at the end of life and the implications for the triadic interview. 2. Information sharing during patient denial. 3. The AYA perspective: desire for control and their difficulty of communicating. 4.Challenges of communicating well in emotionally-charged situations. Conclusions: Experiential learning during the placement highlighted techniques for balancing both patient and parental involvement during consultations to maximise efficacy of information gathering. AYA cancer placements provide opportunities to develop advanced communication skills and can be augmented with experiential learning.
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Collom, Gresham D., J. Patrick Biddix, and Britta L. Svoboda. "“I’m Not Letting Nothing Stop Me This Time”: Transitions Among Adult Learners Using the Tennessee Reconnect Grant." Community College Review 49, no. 4 (June 29, 2021): 413–34. http://dx.doi.org/10.1177/00915521211026679.
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Objective: States increasingly create promise programs to increase college enrollment and degree attainment. The objective of this study was to understand the experiences of adult learners using the Tennessee Reconnect Grant (TN Reconnect) as they transitioned to becoming college students. Methods: Drawing upon interviews with 23 adult learners, this longitudinal qualitative study applied Schlossberg’s Transition Theory to explore the experience of transitioning to college. Results: Findings revealed students who used the TN Reconnect, many of whom were first-generation and low-income students, faced insurmountable barriers that contributed to their decision to initially not enroll in college or drop out of college. Access to TN Reconnect provided an unexpected opportunity for them to return to college. However, participants still faced barriers often associated with adult, first-generation, and low-income students. Contributions: Findings suggest state and institutional policy, and practice must adapt to fit the unique needs of adult learners to maximize degree completion outcomes. As currently structured, promise programs may not provide substantial benefits to student groups who face significant barriers to success, such as adult learners. State policymakers must explore the benefits of adopting a more equitable policy structure and/or implement additional services and resources for adult learners.
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Anderson, Tony, Bill Johnston, and Alexandra McDonald. "Information literacy in adult returners to Higher Education: student experiences in a university pre-entry course in a UK university." Library and Information Research 37, no. 114 (May 10, 2013): 55–73. http://dx.doi.org/10.29173/lirg546.
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This paper reports a qualitative investigation of the experiences of 18 students taking a year long, part-time pre-entry course designed to help participants choose a course of study and develop confidence in their ability to study at first year university standard. The particular focus for the research was information literacy, and the study sought to illuminate students’ reasoning underlying their information use. It was found that interviewees expressed greater confidence in the veracity of textbooks than websites, but that this contrast appeared to be based on a relatively unsophisticated epistemology. The interviews also suggested that students’ metacognitive awareness and control, particularly over the critical thinking processes by which candidate information is selected or rejected for study, were somewhat weak. The core characteristics of information literacy for this group are discussed and suggestions for follow-up studies and interventions to assist in improving matters are provided.
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Simmons, Andrew N. "A Reliable Sounding Board: Parent Involvement in Students' Academic and Career Decision Making." NACADA Journal 28, no. 2 (September 1, 2008): 33–43. http://dx.doi.org/10.12930/0271-9517-28.2.33.
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With concern over parental involvement in students' academic lives on the rise, research is needed to provide guidance for advisors and parents. In this article, student-parent interactions about academic and career decisions are examined. Data come from the Brown University Office of Institutional Research and semi-structured interviews with students at Brown University. In the interviews, students reported that they rely on their parents for general support and as a source of advice about academic and career decisions. These findings are consistent with institutional data and prior research. Analysis of the findings draws on attachment theory and on Baxter Magolda's self-authorship model of adult development. Implications for advising practice as well as suggestions for fostering constructive parent involvement are addressed. Relative Emphasis: research, theory, practice
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Adeyeye, Gbenga Michael. "Positive Impact of Computer Conferencing in Distance Education." European Journal of Multidisciplinary Studies 4, no. 2 (May 31, 2019): 6. http://dx.doi.org/10.26417/ejms-2019.v4i2-533.
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A number of studies have examined the dynamics and style of communication adopted in computer conferencing in distance education (Mason, 1993). Computer conferencing by higher education institutions offering distance education courses has expanded rapidly since 1987. Lately computer conferencing has developed in fame as a vehicle of distance education. While protecting the opportunity related with asynchronous communication and giving wide access to low-end innovation users, computer conferencing enables students and instructors to take part in group learning and associate 'many-to-many' (Harasim, 1989). Much has already been written on the subject of computer conferencing in support of educational processes, in particular distance education (DE). Using unstructured interviews and observations at adult students' homes or worksites, the study investigated adult student perspectives of distance study by computer conferencing. The focal finding of this investigation was that computer conferencing can bolster a scope of learning situations, from teacher-led symposium to symposium to a student-centered community workshop. In addition, adults actively engaged in social relationships outside their distance studies which sustain their educational pursuits. The students provided insights into aspects of the on‐line environment: as synchronicity, interactivity, textual communications, and collaboration.
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Keough, Lori, Julie Wright, Bonnie Watson, Tanya Nixon-Silberg, Suzanne Leveille, and Patricia A. Halon. "Student-accessible healthcare records: A mixed-methods study of college student and provider." Health Informatics Journal 24, no. 3 (November 15, 2016): 293–308. http://dx.doi.org/10.1177/1460458216673775.
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This mixed methods study evaluated student and provider attitudes and expectations about offering students online access to their student health services visit notes (open notes). Six (N=6) health care providers from four public universities in northeastern Massachusetts participated. Qualitative interviews were completed by students (N=14) from one University in fall of 2013 and an online survey was completed at two universities in Spring of 2014. Attitudes and expectations were explored using qualitative data and descriptive statistics were used to analyze survey questions. Students’ interviews revealed that they desire control over their health and open notes would give them insight and involvement in their health care. Survey data supported these themes. In contrast, providers worried about how it could impact provider-patient relationships. Open notes has the potential to promote students’ understanding and responsibility for their healthcare, which could assist students in their transition from pediatric to adult health care.
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Ruiz-Montero, Chiva-Bartoll, Salvador-García, and Martín-Moya. "Service-Learning with College Students toward Health-Care of Older Adults: A Systematic Review." International Journal of Environmental Research and Public Health 16, no. 22 (November 14, 2019): 4497. http://dx.doi.org/10.3390/ijerph16224497.
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Service-Learning (SL) has become a teaching methodology that promotes social and personal skills while helping groups in need and at risk of social exclusion. This paper is a systematic review of the literature on SL experiences and research on college subjects in the area of health-care promotion in settings for older adults. After an exhaustive search, 43 peer-reviewed publications were classified according to frequency and geographical distribution, sample and duration of the programs, research methodologies, data collection instruments used, and main outcomes investigated. The results indicate that the research methodologies used tended to be qualitative and mixed, while the variety of samples and duration of interventions was very broad. The instruments used were mainly interviews and questionnaires, and the programs were developed specially in the United States of America. The groups receiving most SL were healthy older adults and older adult populations with aging disabilities and illnesses. The articles in the present review highlight that SL can have a positive effect on older adults’ health promotion and can enhance their community participation.
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Eaton, Jacqueline. "The process of creating an ethnodrama highlighting late life potential through nursing student and older adult collaboration." Qualitative Research 17, no. 5 (November 3, 2016): 498–519. http://dx.doi.org/10.1177/1468794116674770.
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The purpose of this article is to describe the process of creating an ethnodrama focusing on possible selves. Twelve older adult residents of an assisted living facility were paired with 12 nursing students to conduct semistructured interviews on the topic of possible selves. Interviews were analyzed in an iterative process involving in vivo and pattern coding. Themes relating to late life potential were identified, including hopes, fears, barriers, and aids to possibility. The ethnodrama was outlined from these themes and composite characters were created to represent findings. Ten final interviews were recorded with student adult dyads reading the script and providing feedback as member checks. The final draft was work shopped with a theatre company. Ethnodrama has the potential of increasing innovation in research but methodology must be clarified to improve consistency and rigor leading to greater acceptance in the research community.
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Manivannan, Shyamala D. "Prevalence of overweight and obesity among undergraduate nursing students: thematic analysis on experiences of overweight and obese participants." International Journal Of Community Medicine And Public Health 5, no. 3 (February 24, 2018): 1014. http://dx.doi.org/10.18203/2394-6040.ijcmph20180753.
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Background: Overweight and obesity is the growing concern of public health. Obesity is on the rise in adults as well as adolescents. Obesity becomes worse with the transition from the teen years into the young adult years. This study aimed to find the prevalence of overweight and obesity in undergraduate nursing students and conduct thematic analysis of the experiences of participants who were overweight and obese.Methods: Descriptive survey and qualitative approach was used to collect data. Self-reported information on weight and height elicited using descriptive survey to assess the prevalence of overweight and obesity. After obtaining informed consent focus group interviews conducted for overweight and obese participants. Interviews transcribed.Results: SPSS version 17 used for analysis. The mean body mass index (BMI) of the participants was 21.46±SD 4.17. The overweight and obesity prevalence was 11.60% and 5.20% respectively. Thematic analysis yielded several themes like change of place, caring family, support and assurance, shyness and bullying, unpleasant experiences and isolation, hereditary etc.Conclusions: Harmful weight reduction strategies to be prevented through good monitoring, mentoring and by establishing “peer support groups” in nursing colleges.
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Kania, Delila, and Deni Zein Tarsidi. "PENTINGNYA PENGETAHUAN USIA DEWASA MENURUT HUKUM BAGI MAHASISWA DI PERGURUAN TINGGI." Pro Patria: Jurnal Pendidikan, Kewarganegaraan, Hukum, Sosial, dan Politik 5, no. 1 (February 28, 2022): 97–105. http://dx.doi.org/10.47080/propatria.v5i1.1877.
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Abstract
This study aims to reveal how the understanding of adult age according to applicable law in Indonesia is for students of the Pancasila and Citizenship Education Study Program (PPKn) semester 1 (one) for the 2021-2022 academic year. The students in the subject of this research are aspiring teachers. Citizenship Education has the goal of making good citizens. The research method used is a case study approach to determine the extent of knowledge and understanding of legal adulthood in these students. Observations and interviews with semester 1 (one) students are to ensure the results of case study research. The implications of this legal age of adult knowledge will have an impact on understanding their rights and obligations as citizens. Students as legal subjects should know and understand the age of adulthood according to applicable law in Indonesia. This knowledge is very useful for students to protect their rights and interests in the life of the nation and state.
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Alfares, Nurah. "Benefits and Difficulties of Learning in Group Work in EFL Classes in Saudi Arabia." English Language Teaching 10, no. 7 (June 18, 2017): 247. http://dx.doi.org/10.5539/elt.v10n7p247.
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This study investigates learners’ perceptions of the benefits and the difficulties of group work (GW) in EFL (English as a foreign language) classes. The purpose of this study is to explore the possible effects of GW, in order to better understand learners’ attitudes towards GW, and to inform language teachers of students’ views of using GW. A mixed-methods approach (quantitative and qualitative methods) was used to collect the required data for the study. Questionnaires were collected from 188 students in five private language institutions. These institutions specialise in teaching EFL to adult students studying in intermediate and secondary schools. From this sample, 20 students were interviewed in more detail in follow-up telephone interviews. The questionnaire examined learners’ general perceptions, and the telephone interviews further explored the questionnaire findings. The findings revealed that many language learners consider the advantages of GW to be mainly related to (1) cognitive aspects, i.e. benefits that help learners in the learning process; and (2) emotional aspects, which are benefits that enhance motivation for learners. However, some learners identified difficulties, mostly related to learners’ behaviours, which can result in uncooperative work in groups. These findings revealed that Saudi learners regard GW as effective in learning, but that some students’ negative behaviours may prevent them from obtaining the benefits of GW.
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Hutchinson, Gayle E., and Craig A. Buschner. "Delayed-Entry Undergraduates in Physical Education Teacher Education: Examining Life Experiences and Career Choice." Journal of Teaching in Physical Education 15, no. 2 (January 1996): 205–23. http://dx.doi.org/10.1123/jtpe.15.2.205.
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Nearly 40% of all undergraduates are adult learners (age 25 and older; Kasworm, 1990). As the number of adult learners rises, physical education teacher education (PETE) faculty members must begin to explore how these learners differ from traditional 18- to 24-year-old students. The purpose of this phenomenological study was to describe the events leading to a career decision in PETE and to examine participant-described behaviors as PETE students of two delayed-entry students actively enrolled in a university PETE program. Analysis of three 90-minute, in-depth, open-ended interviews revealed that significant life experiences prompted participants to reevaluate their career goals and pursue a career teaching physical education. As PETE candidates, participants frequently utilized a reservoir of life experiences to make sense of their career decisions and navigate their career paths. The adult learners described themselves as self-motivated and self-directed with clear career goals and timelines.
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Golightley, Sarah. "Troubling the ‘troubled teen’ industry: Adult reflections on youth experiences of therapeutic boarding schools." Global Studies of Childhood 10, no. 1 (February 28, 2020): 53–63. http://dx.doi.org/10.1177/2043610619900514.
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In the United States, thousands of young people reside in private schools aimed at reforming ‘troubled teens’. These ‘troubled teens’ are young people who are considered to have emotional, behavioural and/or substance misuse problems. Therapeutic boarding schools are programmes that combine educational classes and group therapy in a self-contained residential facility that runs year-round. Case study interviews with former US-based therapeutic boarding school students demonstrate the role of sanism, adultism and epistemic injustice in constructing and regulating the ‘troubled teen’. The schools’ strict structure and surveillance culture could not override students will and their ability to find means to resist. The article’s central aim is to centre the perspectives of former students and critique social control of young people in therapeutic boarding schools.
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Thornton, Marleen, Kathryn Burns, and Lara Street. "Intergenerational Learning: An Opportunity to Transform Nursing Students’ Perspectives of Older Adults." Innovation in Aging 5, Supplement_1 (December 1, 2021): 325. http://dx.doi.org/10.1093/geroni/igab046.1264.
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Abstract The purpose of this pilot project was to explore the experience of an intergenerational learning environment focused on healthy aging for nursing students and older adults. Intergenerational learning experiences provide opportunities for individuals from different age groups to communicate and participate in learning activities together. The growing population of older adults calls for increased geriatric nursing expertise. Nursing students’ attitudes toward older adults are often negative though, and result in decreased interest in geriatric nursing. The opportunity to transform nursing students’ perspectives on older adults has the potential to improve nursing care for older adults, and the number of nurses focused on geriatric nursing care. This qualitative inquiry used a convenience sample of 10 participants from a cross-listed university course on healthy aging for baccalaureate nursing students and older adult members of a lifelong learning institute. Semi- structured focus group interviews were conducted. Narrative transcripts were analyzed using an inductive approach. Analysis illustrated improved nursing students’ perspectives of older adults and aging. A similar theme was noted for older adults’ perspectives of younger adults. The importance of social interaction within an intergenerational learning environment and the need for opportunities to challenge ageist perspectives was illustrated. Increased exposure to healthy older adults, personally and professionally, may increase nursing students’ interest in geriatric nursing and improve nursing care for older adults. Future research should examine more specifically how intergenerational learning experiences can decrease ageism, improve nursing students’ and nurses’ perspectives on older adults, and improve nursing practice for older adults.
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Spencer, Patricia, James P. Van Haneghan, Abigail Baxter, Alexandra Chanto-Wetter, and Lauren Perry. "“It’s ok, mom. I got it!”: Exploring the experiences of young adults with intellectual disabilities in a postsecondary program affected by the COVID-19 pandemic from their perspective and their families’ perspective." Journal of Intellectual Disabilities 25, no. 3 (April 20, 2021): 405–14. http://dx.doi.org/10.1177/17446295211002346.
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Students’ resilience in a postsecondary program for individuals with an intellectual disability impacted by the COVID-19 disruption and the challenges they faced during this time was captured in the context of social network analysis interviews that included students’ and families’ experiences as they managed the pandemic. Students’ experiences spoke to their resilience in using the skills they gained through the program to navigate the COVID-19 disruption even though it was sometimes tricky. Parents’ experiences revealed their increased confidence and sense of pride in their adult children when they observed growth in independence, self-determination, and familiarity with technology. Innovative and engaging instructional practices and e-mentoring support offered by peer mentors motivated students in their academics and encouraged their social development during this time. Student and parent experiences offer hope that young adults with an intellectual disability can gain skills in a postsecondary program that better prepares them to meet life’s challenges.
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Jeon, Jaehee, Jin Hee Kim, and Eun Hee Choi. "Needs Assessment for a VR-Based Adult Nursing Simulation Training Program for Korean Nursing Students: A Qualitative Study Using Focus Group Interviews." International Journal of Environmental Research and Public Health 17, no. 23 (November 29, 2020): 8880. http://dx.doi.org/10.3390/ijerph17238880.
Повний текст джерелаАнотація:
Virtual reality programs are being actively utilized in various education fields, but not many have been developed/used in nursing. This study aimed to explore the essential components and improvements needed in an adult nursing VR-based simulation training program for nursing students through focus group interviews (FGIs). This was a qualitative study. Fourteen nursing students from three cities in Korea who had experienced clinical practice and simulation training participated. They were divided into three FGIs. Data were collected from February–March 2020. We analyzed the data from the FGIs using Colaizzi’s phenomenological methodology. In total, 40 themes emerged, divided into 13 theme clusters and the following four categories. When developing an adult nursing VR-based simulation training program, the development should focus on addressing the limitations of conventional clinical practice, and these should be analyzed; it should also reflect students’ needs, including the following: provide an array of scenarios/skills to be trained; difficulty-specific learning scenarios; immediate feedback (e.g., those in computerized games); simulate emergency situations; simulate clinical cases that are difficult to experience in clinical practice; and allow for the training of patient–nurse communication skills.
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Christodoulou, Michael, Pandelis Kiprianos, and Elena Papachristopoulou. "Becoming a Lifelong Learner through Life Disruptions: Exploring Motivational Pathways in Second Chance Schools’ Students." Sociological Research Online 23, no. 3 (April 18, 2018): 606–21. http://dx.doi.org/10.1177/1360780418770460.
Повний текст джерелаАнотація:
The aim of this article is to capture the generic process which shapes the reasons Second Chance Schools’ students set out for enrolling in them and for approaching lifelong learning. We theoretically frame motivations as having relational and temporal emergence and as embedded in their lifeworld experiences which have to be narratively reconstructed in order for the students to take life decisions. Through biographical interviews with adult students attending a Second Chance School in Greece, we identified the role of life-disrupting events in this process and their core dynamic in forming motivational pathways. We argue that life disruptions fuel four different kinds of biographical gestalts, within each of which students develop a peculiar narrative reasoning for their enrollment in Second Chance School. Stigma, emancipation, biographical suffering, and work improvement constitute four distinct biographical gestalts, in which specific life disruptions are tied up with how adult students construct their motivational orientation toward lifelong learning throughout their lives.
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Hamilton, Pamela, and Gavin Morgan. "An exploration of the factors that lead to the successful progression of students in alternative provision." Educational and Child Psychology 35, no. 1 (June 2018): 80–95. http://dx.doi.org/10.53841/bpsecp.2018.35.1.80.
Повний текст джерелаАнотація:
AimsThe progression of students within Alternative Provision (AP) who have social, emotional and behavioural difficulties (SEBD) has frequently been identified as an area of concern. A qualitative study was conducted to explore the factors that lead to the successful progression of students in a Further Education (FE) AP. The study’s strengths and limitations are discussed as well as the implications for practice development and growth.MethodEight semi-structured interviews were conducted with students between the ages of 16–18 who had progressed from FE AP into mainstream college. Interview transcripts were analysed and coded using thematic analysis.FindingsThe main organising themes identified were: full, accessible and diverse curriculum; positive and holistic learning environment; student motivation; staff understanding of social, emotional and behavioural difficulties; and adult environment. Through reflecting on the organising themes the global theme of supportive and personalised learning experience was identified. The young people interviewed greatly valued education being tailored to meet their needs through informed, personalised and well-delivered behaviour management strategies implemented by staff. High-level facilities and resources combined with the above provided a holistic educational experience that promoted the learners’ academic and social enhancement and motivation. It also appears that through being in an adult environment the social and emotional development of these younger learners was enhanced.ConclusionTo assist the outcomes of young people who enter into a FE AP it appears that there is a need to develop a diverse and creative educational experience which has been created to meet each young person’s individual needs. This research suggests that highly skilled, supportive, understanding and available staff enhance this learning experience. The above seems to be facilitated by students having an ‘Aha’ moment when they spontaneously decide to change their less favourable behaviours. It is possible that experiencing a combining sense of autonomy, competence and relatedness, which are important factors in motivation, facilitate this moment of realisation.
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Crittenden, Jennifer, and Kayla Thompson. "Motivations and Experiences of Older Adult Volunteers in a Telehealth Nursing Simulation Activity." Innovation in Aging 5, Supplement_1 (December 1, 2021): 945. http://dx.doi.org/10.1093/geroni/igab046.3415.
Повний текст джерелаАнотація:
Abstract The COVID-19 pandemic has posed challenges to safely engaging older adults in volunteer activities. This research explored a unique partnership between a Retired Senior and Volunteer Program (RSVP) and a school of nursing to administer a telehealth virtual simulation training for nurse practitioner students. Semi-structured interviews were carried out with nursing simulation coordinators and volunteers after the telehealth simulation exercise. The purpose of this research was to identify principles of successful virtual volunteer engagement for telehealth simulations. This initial pilot study encompassed debriefing interviews with volunteers (N = 3) and interviews with simulation coordinators (N = 2). Three major themes emerged within the response coding: 1) the benefits of virtual simulation volunteering, 2) technology as a facilitating factor and challenge, and 3) unique volunteer management considerations. Both volunteers and coordinators noted that volunteers derived positive emotional benefits and new insights from their participation. Coordinators discussed the “authenticity” factor that older adults brought to the simulation experience as a benefit to engaging older adult volunteers. Technology sub-themes included accessibility considerations, experience with the online format, and other logistical considerations in conducting telehealth simulation. Volunteer management sub-themes encompassed volunteer skills and motivations, the perceived successful aspects of training, and improvements for future simulations. Volunteers discussed an interest and connection to healthcare and education as a motivating factor for their participation in the telehealth simulation. This small scale pilot research will be expanded through future simulation activities to continue to identify principles of practice for engaging older adults in virtual volunteerism.